PUBLIC POLICY AND PUBLIC ADMINISTRATION

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PUBLIC POLICY AND PUBLIC ADMINISTRATION

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SYLLABUS

CAPSTONE SEMINAR Final rev. 9.21.11 Fall 2011

Course: PPPA 6009 Public Administration Capstone Seminar PPPA 6019 Public Policy Capstone Seminar Time: 6:10-8:00 pm Monday Location: 2020 K Street, N.W., Room 16 Prerequisite: You must be in your final semester of the MPA or MPP program and have completed all core courses. If you do not meet these criteria, permission of the instructor is required to take this course. Instructor*: Joan Dudik-Gayoso MPA 601 K Email: joandg@att.net Telephone: 703-917-0842 (emergencies and weekends) Office Hours: Tuesdays 4-6 by appointment (Please request appointments during my office hours so that you are not kept waiting and I can give you my fullest attention) Also other times by appointment. Research Advisor*: Mariglynn Collins Gelman 548 Email:mariglynn@gmail.com Telephone: 202-355-3467 Office hours: Wednesday 4-6, by appointment, other times Wednesday by Appointment. *Each Capstone team will have a primary research advisor/supervisor. The other will serve as a consultant.

THE TRACHTENBERG SCHOOL OF PUBLIC POLICY AND PUBLIC ADMINISTRATION

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PPPA 6009: MPA Capstone

PPPA 6019: MPP Capstone

COURSE DESCRIPTION

Congratulations! You have reached your final semester in the MPA and MPP Program. This course provides you the context and opportunity to integrate and synthesize the diverse components of the curriculum by using your learning and experiences over the past couple of years to address a real world need/situation/issue. The MPA and MPP programs begin fairly broadly with required courses and then narrow to more specialized fields of concentration. Now, at the conclusion of the programs, the capstone takes a broad perspective once more, seeks to synthesize many diverse components of the curriculum, launches a major “pro bono” project of value to an external client, and brings closure to the GW MPA and MPP experience. Assignments and class work will help you and your group use the academic concepts and skills you have acquired to successfully design and implement a project that meets professional standards for an external client. The Capstone semester will culminate with a public presentation of your team’s work.

Capstone projects are complex and demanding. They require flexibility, creativity, reliability, intense communication and coordination among team members, diligent management of your relationship with your external client, as well as careful planning and efficient time management. There will be interim deliverables throughout the semester as your project progresses. Capstones have generally required on average at least 10 hours a week of team members’ time. Please reserve those class times without scheduled workshops for team consultations and/or consultations with your team’s research advisor. Students are urged to read the syllabus completely (and often) and to plan their time accordingly. Student Learning Objectives: At the end of this course, students will have:

• Scoped research to meet client needs, resolving analytic challenges in the face of ambiguity and dissonance;

• Identified and applied appropriate methods to execute and deliver a professional research-based product responsive to client needs;

• Increased their knowledge and experience in setting priorities and managing research and project processes effectively in a demanding timeframe;

• Integrated and applied the knowledge and skills gained through various aspects of the MPA and MPP curricula.

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• Communicated complex research findings effectively to academic and client audiences. Course Format and Policies:

• Recognizing that students have different learning/working styles, this course will use a variety of learning/teaching formats: lectures, interactive lectures, in-class exercises, and discussions and real examples from student consulting projects.

• Communication will be via email to/from research advisors and Capstone teams, also via

Blackboard as appropriate. Teams may set up on-line mechanisms e.g., googledocs.

• Written assignments are due in hard copy to the instructor and the research advisor by the specified times, except for team peer reviews.

• Students will submit team peer reviews and other team information by email to the

instructor and research advisor.

• The attached Trachtenberg School Policies apply.

• Capstone courses have also always followed these strict policies:

*never extending due dates barring extreme circumstances

*mandatory attendance with significant deductions for absences.

SUMMARY: MAJOR COMPONENTS AND GRADING

15% Participation/Communication/Teamwork

Page 5

70%

Capstone Project Initial proposal and presentation (10%) Final written report (45%) Final presentation (15%)

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15% Presentation and paper on core course(s) 10

NG Final report presentation to client 9

NG IRB certification 10

NG MPA/MPP program review 11

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NG = Not graded but necessary for course completion]

SUMMARY OF ASSIGNMENTS/DELIVERABLES AND DUE DATES Assignment Due Date Team Composition Team Norms and Division of Labor Team Prospectus

September 2 September 7 September 9

IRB Certification September 12 Project Proposal/Statement of Work with Research Questions September 26 Bibliography and Draft Literature Review October 3 Core Course Essays Core Course Presentation

October 10 October 10 & 17

Mid-Semester Peer Review October 14 Final Paper: Status report due Status report due Outline/Structure Consultation (Mandatory) Status report due Review of Draft (Optional) – or status report due Submission of Final Paper

October 24 October 31 NLT November 11 November 14 NLT November 21 December 3

Final Presentation: Review of Slides (Mandatory) Review of Project Summary Handout Presentation

NLT November 29 NLT November 30 December 5

End of Semester Peer Review

December 12

MPA/MPP Program Review/Feedback December 16 Submission/Presentation to clients NLT December 31

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COURSE REQUIREMENTS

1. Participation, Communication and Teamwork

Due: Team Peer Review (page 19): Week 7-October 14 and December 12

Expectations: • Regular, on time class attendance; • Helpful, meaningful remarks in class discussions, including feedback on proposals and

presentations; • Reliable, constructive contributions to team capstone project; • Consistently meeting all team and class deadlines; and • Regular communication with project supervisor regarding project progress.

This final group project is an exhilarating and rewarding experience for Capstone teams. Given different working styles of team members and the intensity of Capstone work, however, it is only natural that frictions or misunderstandings occasionally arise within teams. Experience with the past Capstone teams indicates that addressing teamwork issues promptly is the best way to assure effective teamwork and a quality Capstone outcome. Otherwise, problems tend to magnify as the work becomes more intense toward the end of the semester. For the most part, we expect teams will be able to resolve any issues internal to the team without involving the instructor or research advisor. DO NOT wait until the end of the semester to raise with your teammates any concerns you may have. If issues arise that you cannot resolve, please do not hesitate to bring them forward as early as possible. 2. Capstone Project This is a client oriented-group project in which BOTH content and process are important. Student teams will design and implement a project that involves application of the analytical skills, knowledge, management and research tools acquired in previous courses to address a client’s specific objective or need(s). Managing your client relationship – helping the client to define the objective or need, knowing when to take the initiative, when to say “no”, finding creative solutions to issues that arise in your work - are all important parts of this process. In collaboration with your client, you will develop a scope of work for your project. You can conduct a variety of data collection and analysis activities for a client – surveys, interviews, secondary data analysis, SWOT analysis, policy analysis, policy or program evaluation. This work must demonstrably meet the client’s needs and be an appropriate Capstone activity. Your project will result in a final research paper, products tailored to the client, and presentations. Interim deliverables are due throughout the semester (see below and p. 4), to help you stay on track. In weeks the class does not meet and no other assignments are due, teams should submit by email a one-two paragraph status report and list of next steps. The final paper is due Week 14 – December 5.

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You will make presentations of your project in two settings. First at a special workshop for the Capstone class and invited faculty and guests on December 5, and second to your client approximately 2-3 weeks after submitting your project and receiving feedback from your instructors. This second presentation should be tailored to your client’s needs and expectations. Each team will be assigned a consultant/advisor for the duration of the project. The consultant/advisor will be either Professor Dudik-Gayoso or Research Advisor Mariglynn Collins, a doctoral-level teaching assistant. They will be available to provide guidance on your project – from developing the scope of work and data collection instruments to working with the client. However, the consultant/advisor will only provide guidance; it’s up to your group to decide on and implement the best course of action for your project in consultation with the client. a. Teams Due: Team composition: Week 1 – Sept. 2, submitted by email Team norms and division of labor: week 2 – September 7 hard copy Teams should generally consist of 3-4 members, with similar interests as to the focus of the Capstone project. You will want to build a team of complementary knowledge, experience and skills. Teams may include either MPA or MPP students or a mix of both. The key is to bring a variety of strengths to the team’s work. Past capstone teams have found it useful to have at least one member with strong quantitative skills and one with experience in program evaluation. Teams should agree on a tentative division of labor and team norms. See handout. Capstone instructors will approve the final team composition. b. Project topics and literature review Due: Draft Bibliography and literature review: Week 6-October 3 Teams are responsible for identifying their topic and project. Your project should address a significant public administration or policy issue or need, or a need/issue confronting an organization in the public administration/public policy arena. Your project should allow you to apply the skills and tools you have acquired during your program. Look for topics/projects that will give you genuine satisfaction, build on what you know, but stretch you beyond what is already familiar. Think carefully as individuals and as a team about what you want to achieve/learn. Once you have identified your topic in general terms, and parallel to your client search, you should begin your literature review. It will be the foundation for your project work, help define/refine your research questions, and give you credibility in discussions with potential clients. c. Finding a client Due: Team Prospectus: Week 2 – September 9 The initiative for finding a client lies with your team. In some ways the client search is like a job search. The team’s “prospectus” (attachment A) serves as your collective resume. We encourage you to seek a client that is not your current employer. Use your Capstone as an opportunity to

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gain exposure to people and places where you might like to find a position post graduation. Use your personal networks, but do not hesitate to make “cold calls” to organizations in an area of special interest. Your faculty advisors will also help you with leads and contacts to the extent they know people and organizations in your field of interest. Cast a wide net. Capstone teams often survey as many as 20 potential clients before they find a good match. There are a few restrictions in the client selection process: You may not do a project for the supervisor of any team member or their family. The instructor will give final approval of the client and the project idea. A client might be disapproved, for example, if the project is too close to a group member’s job, if there is a potential conflict of interest for at least one group member, or if the project does not meet the requirements for the Capstone. d. Project proposal – Statement of Work/Terms of Reference and Presentation Due: Written Proposals and Presentations: Week 5 – September 26 Once you have found a client you will formalize your project and draft a preliminary “Statement of Work” (SOW) or “Terms of Reference”(TOR). You will present the proposal and SOW/TOR in class and receive feedback from your instructors and classmates prior to finalizing your agreement with your client. Note: as your project progresses your SOW/TOR may change. You are responsible for informing your instructors of such changes and negotiating “mission creep” issues if they arise. Format: The project proposal should not exceed 10 pages double-spaced, 12 pt font. Structure your presentation for 10 minutes, followed by 5 minutes of questions/discussion. Each team member should have a speaking role. Slides are optional. One page handouts can be helpful. Content: 1. The client organization, name and contact info for the client’s primary liaison with your team. 2. The purpose/objective of your project in relation to the client’s needs. 3. Your research question(s). 4. Relevant highlights from the preliminary literature review. 5. The specifics of the SOW/TOR – what you will do, your methodology and tentative timeline with benchmarks for completing all major steps (e.g., constructing surveys, collecting the data, completing the analysis, writing any report(s)), and the nature of your final product for your client. 6. Any potential, specific key “issues” or obstacles (often but not solely methodological) that you and/or your client anticipate. Evaluation Criteria: (a) the project must address a public administration or public policy question/goal; (b) the project must involve field work in addition to traditional research (e.g. literature research); (c) the proposal must specify your plan of work (research methods and timeline); (d) you must specify the final product that you will submit for a grade (e.g. a formal paper, a consulting report, etc.); (e) the final product you specify must be appropriate to the project you are undertaking; (f) The scope of the project must be commensurate with the timeframe and size of the group undertaking it, according to the instructor’s discretion.

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e. Final written paper Due: Mandatory consultation on structure/content of paper NLT Week 11- November 11 Last date for optional submission of draft paper for review Week 13 – November 21 Final Paper: Week 14 – December 5 Format: Final written papers should not exceed 35 pages, double spaced 12 pt. font, one inch margins, plus up to 10 pages of supplementary appendices/annexes (e.g., text of questionnaires, detailed description of methodology). Papers should include citations (name, year, page) in the text, following the standard APA formats, and a complete alphabetized bibliography of sources. Grammar and punctuation should follow “Edited Standard Written English.” Content: The final report should include: ● Title page ● Table of Contents ● Acknowledgements (thanks to client, key sources, others) ● Executive Summary (two pages maximum) ● Body (30 pages maximum) 1. INTRODUCTION & BACKGROUND • Statement of the problem (why important and to whom) • Objectives of the project • Specific research question (may also be stated after literature review) 2. LITERATURE REVIEW (MAY ALSO BE INCORPORATED INTO BACKGROUND SECTION) • Summary of relevant findings from the literature review • Discussion of how prior research informed the research plan 3. METHODOLOGY

Explanation of how the study was conducted (including how key concepts were actualized; data collection; the response rates; methodological issues/obstacles/solutions, etc.) In some cases you may find it more appropriate to summarize the methodology and put the details into an annex.

4. ANALYSIS OF FINDINGS 5. DISCUSSION / CONCLUSIONS / RECOMMENDATIONS

This section should also include acknowledgements of limits on the internal and external validity of the research.

6. BIBLIOGRAPHY/REFERENCES / SOURCES CITED ● Appendices - name and contact information of the client liaison, and, e.g., full text of any questionnaires up to 10 pages max. Evaluation criteria: Clarity, logic and organization, responsiveness to client needs, creativity in solving methodological problems, soundness of conclusions/recommendations. See p. 20.

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f. Final Presentation Last day to submit slides/visual aids for review (mandatory): Week 14 November 29 Due: Project summary handout: Week 14 – November 30 Before giving a written report and oral summary to the client, each team will make a brief formal oral presentation to the Capstone class along with invited faculty and other guests at a special workshop on December 5. Project supervisors are available to review draft presentation materials submitted by noon, November 29. Attendance and active participation in the discussions of other teams’ capstone presentations is mandatory; details on more formal roles as “discussants” will be provided later. Summary handout: The presentation should be accompanied by an abstract/one page summary of the project to be distributed to the audience. It should include names of team members, the name of the client, the project’s objective, key research questions, the basic methodology, and major findings. Format: Plan a 15 minute presentation followed by up to 10 minutes of questions, answers and discussion. All team members should have some presentational role. Content: Condensing an extensive project requires carefully focusing on the most important elements and findings, rather than attempting to communicate every detail. Presentations should include the following: (1) The identity of the client (2) Project objectives, central research questions; importance to client (3) Any relevant insights and highlights from the literature review (4) A brief explanation of the methodology (5) A short summary of any challenges and how they were addressed (6) Findings and lessons learned, expected and unexpected (7) Next steps and recommendations to the client Evaluation criteria: Clarity, logic and organization, focus/selection of key points to emphasize, professionalism/effectiveness of delivery, effectiveness of visual aids, quality of responses to questions. g. Client deliverables The full formal report is not ideal for most clients, so it will need to be edited and usually con-densed into a more appropriate format. Likewise, the oral presentation ought to be specially tailored for the client presentation. Budget time to revise both for the client, after receiving feedback on the final oral and written reports at GW. The instructor will contact clients for their critiques of teams’ performances in developing, conducting, and communicating the results of their work.

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3. IRB Certification Requirement: Due: Week 3 – September 12 in class

Federal regulations require researchers to undergo ethics training and certification for research projects they undertake. Because projects for this course are considered professional training (as opposed to generalizable research) and they are not going to be published, the requirement does not cover these projects (although if you do decide to publish your project you will need to seek IRB approval). Nonetheless, these federal IRB requirements are relevant to your careers as public service professionals so it is important to be familiar with these regulations. To that effect:

• Students will be required to complete the Citi Training Program (available at

www.citiprogram.org) with a score of 80% or higher and provide certification of such to the professor by Week 3 or earlier. (Please note: When you are given a choice of area of interest, you are to select social and behavioral sciences.)

• Additionally, we will be discussing IRB and more general research ethics and implementation of field research during Week 3 and students are required to attend that discussion in order to receive credit for the IRB requirement.

4. Core Course Analytical Essay and Presentation Due: Papers: Week 7- October 10 Presentations: Week 7 and 8 October 10 and 17.

Purpose: To help you integrate, synthesize and practice the use and application of the concepts and skills of previous courses to actual examples/cases. • You will prepare a 5-7 page analytical paper (double spaced; 12 pt. font) 1) explaining at

least 5 key lessons that you select from your core courses (listed page 18), 2) integrating and applying them to a specific issue/case/example of your choice in public administration or public policy, and 3) explaining the significance of these lessons for the issue/case/example. You should choose at least one lesson from a research methods/statistics course.

• You will deliver a 5 minute presentation (plus 5 min. for questions and answers) on this

issue/case/example showing how you have applied specific lessons from core courses and explaining the significance of these lessons for that case.

• This exercise is intended to be analytical and from your perspective as a student, so

please do not just describe the contents of the core courses.

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5. MPA/MPP Program Review Assignment Due: NLT December 16

• Please type answers to the following six questions. • Please use no more than a maximum of one page for each question and provide your

answers in bullet format. o (1) the positive things about the program; o (2) the areas that most need to be strengthened; o (3) the extent to which you believe that you took advantage of the

opportunities offered by the program, both in and out of class; o (4) Your brief reflection on how you integrated your academic work with your

professional work, including your internship if you had one; how many semesters did you work a) in a professional job full time? b) part time? c) in an internship? and d) as a full time student with neither a job nor an internship? How would you assess the value of this interaction?

o (5) Please rate as excellent, good, fair or poor a) the faculty overall; b) the core courses overall; and c) the program overall.

o (6) (optional) any miscellaneous other comments. • In order to preserve your anonymity, do not put your name on this assignment. • You will place your assignment in a pile and check off that you have done it. • Please take this opportunity to be constructive. Your comments will help improve the

program for incoming students. Any pages that include personally hurtful comments will be removed.

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GRADING Your grades will be determined on the following basis.

• Participation/Communication/Teamwork…………………………15% • Core Course Paper and Presentation… ………………………….15% • Capstone Project*…..…………..…………………..……………...70% • IRB Requirement…………………………………………………..NG1 • MPA Program Feedback.……………………………….……… …NG

*Submission of all Capstone project deliverables – due both during the semester and at the presentation workshop (see class schedule below) – are required to receive full credit for the project. To provide you with feedback throughout the semester on your project, we will return your interim project deliverables (project proposal/statement of work/research questions, bibliography for literature review, paper outline) with an “indicator” of your success in completing these tasks. The indicator will be in the form of:

+: Excellent job – no changes needed! : On track for this task – minor changes needed. -: Needs improvement – major changes needed.

Should you receive a “-” on any of your interim deliverables, we strongly suggest that you and your group speak with your project advisor/consultant on how to improve that component of the project. While we will only give you letter grades on your final written paper and project presentation, we will take into account whether or not your group addressed issues identified in the interim deliverables for the final letter grade. Explanation of Letter Grades:

A (entered as numerical score 95-100) Excellent. Thorough, well reasoned, creative, sophisticated, well written (with no errors), exceptional scholarly or practical quality. A- (entered as numerical score 90-94) Very good. Very strong work for a master’s level student. Shows signs of creativity and a strong understanding of the material, analytical approaches, etc. It is thorough and well reasoned and meets professional standards. B+ (entered as numerical score 87-89) Good: Sound work for a master’s level student; well reasoned and thorough, without serious analytical shortcomings. This grade indicates the student has fully accomplished the basic objectives for the assignment for this course.

1 Assignments marked with NG are not graded but they are important for the reasons stated above. Therefore, you will not receive a grade for the course unless you complete these items.

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B (entered as numerical score 85-87) Adequate: Competent work with some evident weaknesses. Demonstrates competency in the key course objectives but the understanding or application of some important concepts (or the like) is less than complete. B- (entered as numerical score 80-84) Borderline: Weak work for a master’s level student but meets minimal expectations in this course. Understanding, analysis or application is incomplete. C+, C, C- (entered as numerical scores 70-79) Deficient: Inadequate work; Does not meet minimal expectations. Work is poorly developed and flawed by errors and misunderstandings of important issues.

F (entered as numerical score 0) Unacceptable: Work fails to meet minimal expectations for credit. Weaknesses and limitations are pervasive.

Note: All work must be turned in on time. If a student turns in work late without previous permission of the instructor, a grade of F will be given for that assignment. Under extreme circumstances, the instructor may give prior permission for a student to turn in work late. In that circumstance, a ½ grade deduction per week late, will apply. Thus, for example, if a student were to have received a grade of A on the merits, a grade of A- will be given.

PLEASE SEE THE ATTACHED GRADING MATRIX THAT WILL BE USED IN ASSESSING YOUR CLIENT PROJECTS

Course Materials: Any required readings for this class will be available on Blackboard. These readings are designed to provide you with additional resources for successfully completing your project. You are expected to come to class prepared to discuss the readings. In addition, you may want to refer to materials you used for your previous courses that may support your project.

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CLASS SESSIONS (This is as accurate as possible. Any changes will be announced in class or via email.)

Week 1 Aug. 29 Introductions Syllabus and Schedule Establishing Capstone teams Beginning the Client Search/the Prospectus Teams should be formed by Sept. 2

Week 2 September 5 Labor Day Team norms and division of labor due Sept. 7 Team prospectus due Sept. 9 Week 3 September 12 Teamwork IRB/Human Subjects Research IRB Certification due Week 4 September 19 Client Search Status Report Managing the Client Relationship Week 5 September 26 Project Proposals/SOW and TOR presentations Week 6 October 3 No class/Time available for team consultations . Bibliography and literature review due Week 7 October 10 Core course case presentations (10 ) and Essays due Week 8 October 17 Core course case presentations (10) Week 9 October 24 No class/Time for consultations –email status report due Week 10 October 31 No Class/Time for consultations-email status report due Week 11 November 7 No class/Time for consultations. Last day for mandatory consultations on paper outline and structure – Nov. 11 Week 12 November 14 No class/Time for consultations-Email status report due Week 13 November 21 No class/Last day to submit draft of final paper for review. If you do not submit a draft, submit a status report by email Week 14 November 28 No class/Submit presentation slides Nov. 29 (mandatory) Submit project abstract/one page summary Nov. 30 (optional) DECEMBER 5 MONDAY EVENING CAPSTONE PROJECT PRESENTATIONS!

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RESOURCES The following resources may be useful. Some will be placed on Blackboard. Research Ethics

• Erica Gabrielle Foldy, “Ethics Considerations in Capstone: A Brief Overview for Students,” NYU Wagner School

• Martinson, B.C., Anderson, M.S. and deVries, R. (2005). “Scientists Behaving Badly,” Nature: 435, 737-738; http://www.nature.com/nature/journal/v435/n7043/full/435737a.html • Werner, Alan. 2004. A Guide to Implementation Research. Washington, DC: The Urban Institute Press, 1-25.

Data Collection:

• The Urban Institute. 2009. Fieldwork Training Guide. Washington, DC.

• Wholey, Joseph, Harry Hatry, and Kathryn Newcomer. 2010. Handbook of Practical Program Evaluation, Chapters 11-18

• Gelman Research Guides.. If you haven’t already familiarized yourself with these resources, start there: o Public Administration: http://libguides.gwu.edu/pubadmin o Public Policy: http://libguides.gwu.edu/pubpolicy o There are some others that may be relevant to your project; explore other guides at http://libguides.gwu.edu/index.php

• Databases and Document Sources

o Project abstract databases: NIH RePORTER: Contains data and abstracts for projects funded

by a range of HHS agencies, including NIH. http://www.projectreporter.nih.gov/reporter.cfm

The Department of Education has a Grant Award database containing information on all of their discretionary and formula awards.

http://wdcrobcolp01.ed.gov/CFAPPS/grantaward/start.cfm Some foundations, like the Robert Wood Johnson Foundation, also

publish data on funded projects. http://www.rwjf.org/grants/search.jsp?name=GRANTS&status=548

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o Government document and policy databases: EPA maintains a database of state-by-state environmental regulatory information. http://www.epa.gov/lawsregs/states/index.html The Maternal and Child Health Bureau releases states’ Title V block grant narratives through its website. http://www.epa.gov/lawsregs/states/index.html Many agencies publish the guidance they release about programs in a central website or repository; for example, the Department of Transportation lists all of the Federal Transit Administration’s circulars on its website. http://www.fta.dot.gov/laws/leg_reg_circulars_guidance.html

o Data tools: Census Bureau’s Current Population Survey Table Creator: Lets you produce custom-built tables of data from the Bureau’s ongoing CPS dataset. http://www.census.gov/hhes/www/cpstc/cps_table_creator.html The National Center for Education Statistics has a number of customizable data sources as well. http://nces.ed.gov/datatools/index.asp?DataToolSectionID=4 The Urban Institute’s Center for Charitable Statistics has a data tool for its information on the U.S. non-profit sector. http://www.nccsdataweb.urban.org/tablewiz/tw_bmf.php

• O’Sullivan, Rassell, Taliaferro, Practical Research Methods for Nonprofit and

Public Administrators, Ch. 9

• Grob, George. 2010. “Providing Recommendations for Recommendations, Suggestions, and Options for Improvement.” In Wholey, Hatry, and Newcomer, Handbook of Practical Program Evaluation, Ch. 24.

• Patton, Michael Quinn. 2008. “The Meanings and Reporting of Evaluation

Findings: Analysis, Interpretation, Judgment, and Recommendations.” In Utilization-Focused Evaluation, Ch. 13.

Data Analysis Resources:

• Grob, George. 2010. “Writing for Impact.” In Wholey, Hatry, and Newcomer. Handbook of Practical Program Evaluation, Ch. 25.

• Wholey, Joseph, Harry Hatry, and Kathryn Newcomer. 2010. Handbook of Practical Program Evaluation, Chapters 19-22

• Mason, Jennifer. 2002. Qualitative Researching. London: SAGE Publications, Ch 8.

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Policies in Trachtenberg School Courses

1. Incompletes: A student must consult with the instructor to obtain a grade of I (incomplete) no later than the last day of classes in a semester. At that time, the student and instructor will both sign the CCAS contract for incompletes and submit a copy to the School Director. Please consult the TSPPPA Student Handbook or visit http://www.gwu.edu/~ccas/faculty/files/Incomplete_poli0.pdf for the complete CCAS policy on incompletes. 2. Submission of Written Work Products Outside of the Classroom: It is the responsibility of the student to ensure that an instructor receives each written assignment. Students can submit written work electronically only with the express permission of the instructor. RELEVANT TO THIS COURSE ONLY WHERE EMAILS ARE SPECIFIED IN THE SYLLABUS. – ALL OTHER WORK WILL BE DELIVERED IN TWO HARDCOPIES, AT THE BEGINNING OF CLASS SESSIONS ON CLASS DAYS OR TO THE OFFICE OF THE INSTRUCTOR ON DAYS WHEN NO CLASS IS SCHEDULED. 3. Submission of Written Work Products after Due Date: Policy on Late Work: All work must be turned in by the assigned due date in order to receive full credit for that assignment, unless an exception is expressly made by the instructor. 4. Academic Honesty: All examinations, papers, and other graded work products and assignments are to be completed in conformance with the George Washington University Code of Academic Integrity. (see http://www.gwu.edu/~ntegrity/code.html ) Note especially the definition of plagiarism: “intentionally representing the words, ideas, or sequence of ideas of another as one’s own in any academic exercise; failure to attribute any of the following: quotations, paraphrases, or borrowed information.” 5. Changing Grades After Completion of Course: No changes can be made in grades after the conclusion of the semester, other than in cases of clerical error. 6. The Syllabus: This syllabus is a guide to the course for the student. Sound educational practice requires flexibility and the instructor may therefore, at her/his discretion, revise content, and requirements during the semester. 7. Accommodation for Students with Disabilities: In order to receive accommodations on the basis of disability, a student must give notice and provide proper documentation to the Office of Disability Support Services, Marvin Center 436, 202-994-8250. Accommodations will be made based upon the recommendations of the DSS Office. 8. University Counseling Center: The University Counseling Center (UCC), 202-994-5300, offers 24/7 assistance and referral to address students' personal, social, career, and study skills problems. Services for students include:

- crisis and emergency mental health consultations - confidential assessment, counseling services (individual and small group), and referrals

http://gwired.gwu.edu/counsel/CounselingServices/AcademicSupportServices

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MPA CORE COURSES PPPA 6000 Cross Sectoral Collaboration and Governance PPPA 6001Introduction to Public Service and Administration PPPA 6002 Research Methods and Applied Statistics PPPA 6003 Economics in Public Decision-Making PPPA 6004 Leadership in Public Administration and Public Policy PPPA 6005 Public Budgeting. Revenue and Expenditure Analysis PPPA 6006 Policy Analysis MPP CORE COURSES PPPA 6002 Research Methods and Applied Statistics PPPA 6005 Public Budgeting, Revenue and Expenditure Analysis PPPA 6011 Introduction to Public Policy PPPA 6013 Research Methods in Policy Analysis, Multivariate PPPA 6014 Economics in Policy Analysis PPPA 6015 Benefit-Cost Analysis PPPA 6016 Public and Nonprofit Program Evaluation

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PPPA 6009 MPA Capstone FALL 2011 PPPA 6019 MPP Capstone

TEAMWORK PEER REVIEW INSTRUCTIONS

Purpose Each individual student will provide feedback to your instructor and the course research advisor on the work of your team members and yourself. The instructor will take this feedback into account in arriving at individual grades for “course participation/communication/teamwork.” Due: October 14 December 12 Format: a. Electronic submission Submit teamwork peer reviews by a simple EMAIL to both the instructor and the research advisor. b. Numerical teamwork rating Please rate each of your team members AND yourself on a scale of 0-4, with 4 being excellent teamwork.

NOTE: You may rate a team member 2 or below, ONLY AFTER you have raised the specific issue(s) with them personally. Any rating of 2 or below must be accompanied by an explanation of the issue(s) and what you did to try to resolve it.

c. Identification of strengths Please identify one particular strength of each team member INCLUDING yourself, that has significantly facilitated the team’s work.

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PPPA 6009 MPA Capstone Seminar PPPA 6019 Capstone Seminar Feedback on Project – Grading Matrix Fall 2011

Research Paper

Excellent: Thorough, well reasoned, creative, sophisticated, well written (with no errors), exceptional scholarly or practical quality. A

Very good: Signs of creativity and a strong understanding of material, analytical approaches, etc. Thorough and well reasoned and meets professional standards. A-

Good: Sound work; well reasoned and thorough, without serious analytical shortcomings. Report fully accomplishes basic objectives for the assignment for this course. B+

Adequate: Competent work with some weaknesses. Demonstrates competency but understanding or application of some important concepts (or the like) is less than complete. B

Borderline: Weak but meets minimal expectations. Understanding, analysis or application is incomplete. B-

Deficient: Inadequate work; Does not meet minimal expectations. Work is poorly developed and flawed by errors and misunderstandings of important issues. C

Unacceptable: Work fails to meet minimal expectations for credit. Weaknesses and limitations are pervasive. F

Overall organization of report Clarity of writing Responsiveness to client needs/request

Introduction Background Literature review Research questions/problem statement/goals

Overall research design/methodology

Data collection Analysis Conclusions/recommendation Tools, if any, for client

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Interim Deliverables +: Excellent job – no changes needed.

: On track for this task – minor changes needed.

-: Needs improvement – major changes needed.

Statement of work with research questions Memo on human subjects protection Bibliography for literature review Paper outline Presentation

Additional Comments: